A Vln Enquiry Summary Final Report
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FINAL VERSION
TDA Yorkshire and Humberside & Education Bradford
Learning from the Aire Valley Learning Network
Page | 1
“Something beyond the norm...” Introduction “Enquiry for improvement, involves purposeful, focused and informed engagement with both pedagogical practice and with the context of the school. It is a means of studying and learning collaboratively about the school’s work and with a view to designing informed improvement interventions, both within classrooms and within the wider operations of the school, arising from the knowledge generated and the contextual meanings made. “ Jackson (2002) “There is no blueprint for an effective network. No one set of arrangements or one particular type of organisation is necessarily better than another. In fact, one of the most important things to acknowledge as you begin your journey together as a network is that your schools, your staff and your children will be your guides. Your context, your histories, your strengths and needs, your aspirations and the ways of working in your LA – all will influence the design of your network and its activities.” Holmes and Johns-Shepherd (2005) This report was compiled by colleagues from Education Bradford and Bradford Schools who engaged in a process of collaborative enquiry into the Aire Valley Learning Network during the summer and autumn of 2008. This report attempts to capture the key learning emerging from the enquiry and illustrate some of the features of the AVLN work. The report is also intended as a learning tool for others engaged in collaborative working and the hope is that these readers will use the work of the AVLN as a lens through which they can look afresh at the design of their network. Each section concludes with a number of questions to aid this process. TDA collaboration project – April 2009
FINAL VERSION
The site was chosen by as a place where collaboration was making a tangible difference to the learning and life chances of young people. The process was designed to: •
Page | 2
Be a developmental act in its own right – helping to facilitate further learning at the site of enquiry
•
Uncover key learning about the establishment of learning networks
•
Provide insights into new understandings of how collaboration is led and managed
•
Establish the impact of collaboration on school improvement, learning and teaching
•
Share and celebrate aspects of good practice arising from the Aire Valley Network
•
Make recommendations on the design and support of future collaborative activity in Bradford
•
Prompt enquirers’ critical reflections of their own learning networks
Purpose and focus “Developing a successful network demands hard work and commitment. Those who have been involved in networks are clear that the initial stages are exhilarating but tough. The establishment phase requires a complex range of activities that encompasses creating structures, building relationships, developing focus and sharing values. Successful networks are those which manage to unite all their school communities around a purpose which is relevant and compelling, whatever the school contexts or current circumstances. This purpose, however expressed, will have at its core raising achievement for pupils. They are also those which have considered how best to structure their network to ensure that all the schools can engage around real work tasks and have the opportunity to build trust with one another through this engagement.” Holmes and John-Shepherd (2005)
TDA collaboration project – April 2009
FINAL VERSION “Each member of the group admits they cannot expect to be expert on every piece of information coming into schools. They find the sharing of expertise invaluable.” Enquiry team Page | 3 Observers saw clear evidence in the meeting of heads and deputies that the group considers it shares a common core purpose. This was voiced in that meeting as, “We want something that tangibly says that this makes a difference to every child.” This was further reflected in a shared vocabulary referring to the “big vision” and “our message”... It was noted that the focus of this individual meeting was clarified by constant questioning of “What will the end point be?” and “What do we want to get out of this?” It was clear, too, that they felt the network is developing its agenda and finding new and important streams of work on which to focus. This sustains the network and provides those involved with a compelling reason to continue their engagement. What was not so clear is whether this core purpose has been articulated clearly and is shared by the other working groups in the network and how it has been arrived at. The network is founded upon a deeply held and widely articulated moral purpose that recognises professionals’ care and concern for the educational provision and welfare of all children living within the community. Moreover, there is an acknowledgement that the member schools are interdependent: what happens in one school has a direct bearing on the development of their neighbours. How far does the focus of your network arise from the development needs of individual schools? How are network priorities aligned to the priorities of member schools? How is the focus of your collaboration decided and reviewed
Facilitation and Leadership “The leadership, internal facilitation and management of your network will be crucial to its development. Research has shown us that the success of a network (particularly in its early stages) is almost uniquely dependent upon the vision, energy and effort of those who take on this leadership role.” Holmes and Johns-Shepherd (2005)
TDA collaboration project – April 2009
FINAL VERSION “Although some of the members were new both to the process and Gifted and Talented role, after initial hesitancy, they were committed to the process and very open in discussion. The facilitator was crucial to this establishment of working protocols.”
Page | 4 Enquiry team
This learning network has distinctive, collaborative leadership and a strong collective voice. Group members agree that this has taken time to develop, the network has grown and evolved over time. There is a distinctive sense that the network is authentically owned by all its constituent schools: all headteachers garner great value from it and are committed to its development as a core strand of their wider improvement efforts. Leadership is shared and distributed across the network with each individual school leader making a contribution to the development and sustainability of the learning network. This distributed - and informal - leadership arrangement ensures that the work of the network remains firmly connected to the real priorities of the member schools. It can also be viewed as a capacity building platform in its own right. The network offers the opportunity for leaders to become involved in work beyond their own institution and the reflective dialogue that underpins network decision making enables powerful leadership learning. Across the distributed form of network leadership it appears that a number of key people who enact key roles have emerged. It is a huge strength of this network that these individual leaders are recognisant of this phenomenon and consciously seek to ensure that all members are engaged in a significant capacity. The network has a designated facilitator who plays a crucial role for the group. The facilitator organises the venue and timing for each meeting, welcomes heads, deputies and visitors and sets an informal agenda, in consultation with group members. In addition to smoothly managing group interaction, the facilitator oversees the working protocols agreed by the group and keeps the meeting on track. It appears that the facilitator role underpins and strengthens the protocols of the group.
TDA collaboration project – April 2009
FINAL VERSION Interestingly, facilitation did not feature in early iterations of the network and is a relatively recent innovation that arose from their involvement in the Primary Strategy Learning Networks programme. The leadership of the partnership are now firm advocates of the value this role can add if well enacted. This role of facilitator is highly valued by the Network. They have extended this commitment to ensuring that learning requires facilitation to other specific working groups which have evolved from the heads and deputies group. Literacy, Gifted and Talented, Numeracy, Transition and Foundation Stage were five groups which met during the time of the enquiry. Each had a facilitator who understands that while it is not “their meeting” they are there to organise times and venue and steer the group in the strategic direction that the heads’ group desire. Those involved in the network suggest that their collective understanding of the role of facilitator has evolved over time and that they now have a skilled cadre of people who are equipped to facilitate learning. These facilitators are mindful of the need to create space for groups and individuals to create their own solutions to issues that they tackle within the broad remit provided by the network’s strategic group. One network member described the facilitator’s role as “carrying the philosophy and values of the whole network and protecting everyone’s need to contribute and learn.” It is a fascinating insight that the network views the opportunity to facilitate working groups as a key professional learning activity in its own right and that it is has a complex skills set of its own. During the enquiry a number of facilitated sessions were observed. During the group sessions we noted facilitators establishing shared understanding, probing the group members with insightful questions that promoted greater clarity of thinking and more powerful articulation, establishing and honouring group protocols, connecting learning and finding new opportunities for groups to exploit their thinking. Throughout the sessions facilitators appear strongly mindful of the commission each group has received from the network steering group. They play a key role in summarising decision and moving the group to action. The facilitators bring to their task a strong understanding of the purpose of the network and an acute sense of how schools improve. They also demonstrate the crucial person characteristics and qualities of trustworthiness , honesty and integrity. They are able to create spaces for others to be collaboratively effective
TDA collaboration project – April 2009
Page | 5
FINAL VERSION and successfully resist any urge to lead their group by proxy: their understanding of the role of the facilitator is sound. The table illustrates the range of facilitative behaviours actively used during sessions observed during the enquiry.
Having observed the skills of the facilitators, the enquirers wondered how those taking on this role are prepared to enact it. Is specific training provided? How did facilitators learn their craft and how do they share their expertise? How does the network hone the skills of the facilitator and how is it extending its facilitative capacity? What expertise exists in the network in the field of designing effective adult learning? During the enquiry a number of facilitator behaviours and techniques were seen less frequently (encouraging greater participation and connecting knowledge) and it was noted that a relatively small range of facilitative tools and protocols being actively used. The network have responded to this by identifying the need to engage the facilitators in a programme of professional learning that will formalise their learning from practice, add to their
TDA collaboration project – April 2009
Page | 6
FINAL VERSION repertoire of facilitative tools and techniques and create a community of practice that enables skills and insights to be transferred across the group. Given the growth in the numbers of networked groups and potential turnover in the facilitative cadre this programme may be seen as a key part of the network sustainability and succession strategy. The strength of the network is in its strong primary focus, with regular committed attendance from heads and deputies in the nine member schools. The head teachers of neighbouring secondary schools also attend meetings at appropriate junctures. The meetings of the AVLC greatly enthuse and energise heads and deputies who describe many benefits. The network also has strong – and as yet informal - induction routines that help head teachers new to the locality to gain an ownership of the activity and welcome them to the group. This emphasis on the continual renewal of the network membership appears to be significant enabling the partnership to be a sustainable entity. Network leaders have recognised, through this enquiry, that there is an evolutionary process wherein informal actions and behaviours can quickly transform into recognised processes which in turn can become formalised routines. What factors do you need to consider when extending your network or when drawing in members from other phases or sectors? Have you considered the CPD and potential CPD each meeting provides for group members?
Mechanisms for network learning “Enquiry is a fundamental tenet of networks that focus on learning. When networks need to know, the members are prepared routinely to investigate their work. Enquiry is the process for systematically and intentionally exploring and considering information from research, from experts and from each other, in support of decision-making and problem-solving. Collaborative enquiry involves thinking about, reflecting on, and challenging individual and collective experiences in order to come to a deepened understanding of shared beliefs and practices.” Earl and Katz (2006)
TDA collaboration project – April 2009
Page | 7
FINAL VERSION “After exploratory talk there was a move to bring the group to some agreement on a long term outcome. It was suggested that contextualised learning might become a focus for the Transition Group but general opinion seemed to be that HTs should keep this as part of their brief.”
Page | 8 Enquiry team
“The group voice is central to the work of the AVLN as is the group’s local knowledge and commitment to selecting work because of what it can bring to the children of the Aire valley.” Enquiry team
The enquiry group identified as underpinning the success of the AVLN that the Leadership Group are working on the shared premise that staff development is valued and recognised across the network as a high impact strategy for school improvement. To this end it is important the network meetings are given status by attention to the small details such as an attractive venue away from school and the provision of high quality catering. This sets the tone for the meeting and allows time for informal networking and “getting to know you” interaction. This in turn contributes to the climate of trust and confidence that leads to the open, honest and equal discussion observed at the meetings and events. The Leadership Group has committed time and resources to this ethos of mutual respect, and this is felt to be evolving as new groups are brought into the network process. A contributory factor in establishing this way of working is that the network has shared protocols for meetings which are communicated through the facilitator. It was observed at an initial meeting of a newly formed group that the agenda was deliberately and overtly left open. This was felt to allow the possibility of the discussion and learning to “open up”. Similarly evolution has taken place around the learning walk process. These seem to have developed over time: “at first we were a bit apprehensive, but we enjoy it now.” Underpinning the successful working of the network is the commitment of time for deeper reflection. The AVLN provides opportunities for dialogue particularly around articulating learning and making learning explicit. This process is
TDA collaboration project – April 2009
FINAL VERSION ultimately and fundamentally driven by a tangible moral purpose that permeates the whole community. The professionals carry a powerful understanding of the context in which they work and are committed to working together to share this insight for the benefit of one another’s professional development and the children to whom they share a collective responsibility. The AVLN recognises the value of wider network learning: “look wider than the individual school boundaries” (HT,DHT) to find collective opportunities and actions. There seems to be a growing awareness and confidence in the capacity of the AVLN to support the learning and development of the stakeholders internally, particularly now that key secondary staff are involved. There was also a recognition that the network process is in itself a valuable staff development tool; “process more important than product” (HT/DHT). Members of the strategic leadership group of the network recognise the importance of establishing a number of quick and early wins in the early stages of collaboration. The early work of the group focussed on specific and immediate professional needs (for example the new literacy framework) and on involving staff from all the schools in self support and idea exchange. This initial engagement was then taken to a deeper dimension through involving all staff and pupils in all the network schools in more major thoroughly planned initiatives They wove together several strands of activity that were designed to engage and motive staff. For example the whole network participated in a major arts project that culminated in a prestigious exhibition in a local gallery, joint training days with national speaker inputs and collaboration of schools councils. On reflection they see the power of these events as providing the glue that bound the schools together and the symbols that demonstrated to everyone – cynics included that the network was able to make extraordinary things happen. As one headteacher articulated: “...every network needs it moments of excitement....things that make collaboration real and offer a glimpse of what we might achieve together.” The strategic leadership group has evolved into an efficient body that uses enquiry into the practice of the working groups as its prime operating norm. The group collectively enquires into the progress each group is making to their agreed objectives and pays attention to understanding the processes that each group have created. Headteachers of each networked school are able to identify
TDA collaboration project – April 2009
Page | 9
FINAL VERSION and share the impact that the collaboration is making to practice. This predisposition to use – and model -collaborative enquiry and to forge the future direction of the network upon learning might usefully be formalised and more consciously developed.
Page | 10
What is the moral purpose that underpins your collaboration? How do you express and demonstrate your commitment to one another and to the children you work with? How far have the procedures for your meetings, particularly the initial ones, been set up with the declared intention of establishing mutual respect? Has the role of facilitator been developed to support this? Does the nature of the your group protocols result in the members feeling comfortable to experiment and take risks with the support of the group? What is the internal capacity of your network? When is external expertise brokered in? How does the process of collaboration itself impact on staff development? What leadership learning does the network support?
Participation and engagement “Collaboration within networks is intended to engage practitioners in opening up beliefs and practices in order to provide them with opportunities to participate actively in the development of their own practice and that of the profession. This interaction allows for sharing within schools and across systems; it spreads innovations beyond discrete sites; it creates a dynamic process of interpretation and evaluation of practice between colleagues; and it fosters identification with the larger group, extending commitment beyond the single classroom or school”. Earl and Katz (2006) “Early on, enthusiasm for a network may exist mainly with senior leaders in networked schools. It is important to engage as wide a group of staff as possible in this initial phase if network activity is going to be widely owned. Evidence TDA collaboration project – April 2009
FINAL VERSION shows that networks which involve the most people in activity are most likely to have a positive impact on pupil outcomes.” Gene Payne (2006) “I sensed a real feeling of excitement in the group about the potential of working together and sharing ideas. By the end of the meeting the group seemed to have gelled with the prospect of planning and delivering a training afternoon. The identification of a very practical and useful focus for the group seemed to provide a sense of purpose and excitement for the group.” Enquiry team
The network is fully supported by all its contributory schools with the leadership of each of the individual schools being fully committed to the activities and ongoing development of the network. The enquirers identified a number of characteristics which give testament to and which appeared to contribute to the success of the network. There is very regular full attendance at meetings indicating that individual schools value participation and that the network activities result in a gain for the individual schools. It genuinely appears that the learning and support arising from participation seemed to offer compelling incentives to participate. The meetings are exciting and there is a visible cross fertilisation of ideas as the meetings progressed. The choice of venue and the attention to detail, in terms food and refreshments, together with a genuine camaraderie within the group seems to provide a real lift for the participants. It is obvious that taking part in the meetings is an enjoyable experience. This, however, raises the question of how the activities actually challenge and stretch the participants out of their comfort zones to encourage real deep learning. Through the enquiry process it has emerged that the network is a tangible and important aspect of their professional lives: they are all aware of its work and focus and can articulate its vision and aims. Crucially, they recognise the contribution that the network makes to their developing professionalism. The network extends to the schools in the Aire Valley bounded to the North by East Morton and to the South by Saltaire. The boundaries are geographical but permeable: there is a definite sense that the network could extend its membership. Questions were raised about how schools become members of this
TDA collaboration project – April 2009
Page | 11
FINAL VERSION network and whether or not the network has a perception, or indeed a policy, governing its maximum or minimum size. Head teachers have an acute understanding of the context of their collaboration. They describe a scenario that has a number of key ingredients in place and took time in the enquiry to consider the bearing that some of the contextual factors had upon the network’s development. They highlight the healthy rivalry between schools, the absence of dominating concern about pupil numbers - there is an abundance mentality that helps then to steer clear of the frenetic scramble over scarce resources – and the trend of all schools in the partnership being on a steadily improving trajectory. They see a diverse strength in the locality –“in such a small area we have a collection of teachers with such extraordinary skills” – and see that they can use this for mutual benefit. Their close relationship creates a virtuous cycle of improvement where one school’s success raises the expectations of the whole educational community and fuels change elsewhere. What contextual factors aid or inhibit the development of your network? How can participation be incentivised? How do you respond when colleagues’ participation fails to meet their stated commitment?
Evaluating networked learning “Accountability within networks includes both providing transparent and informative statements of account to others, and active self-monitoring to support and challenge the work of the group in the process of striving for improvement. Accountability in a learning network also implies a sense of responsibility for the quality of work and of value for pupils across all the schools.”
Earl and Katz (2006) The Aire Valley Network recognises the importance of ongoing review of its work and the need to establish an understanding of how it makes a difference to adult
TDA collaboration project – April 2009
Page | 12
FINAL VERSION learning, leadership practice, pedagogy and pupil learning. School leaders from across the network meet regularly to keep abreast of network activity and plan their response to this ongoing work and how it meets professional requirements. A cycle of activity has evolved that enables networked learning to be reviewed regularly and ensures that the network’s resources are used effectively.
As we have noted, the network leaders’ forum acts as an enquiry group and seeks to understand the nature of networked activity and garner constructive and critical feedback into how work is progressing. Facilitators of the individual satellite groups -that feature so strongly in the network’s structure - offer their view of the learning activity and their understanding of the next steps. In this way an evaluative loop has been routinised across the network in a powerful way and the network maintains a focus on the important aspects of developing learning opportunities for staff and young people. The enquiry group paid specific attention to Thomas Guskey’s critical levels of professional development as a means to establish the potential of the network learning opportunities.
TDA collaboration project – April 2009
Page | 13
FINAL VERSION
Page | 14
Applying this model to the Aire Valley Learning Network it appears that there is a wealth of evidence supporting efficacy at the level of participant reaction and participant learning but less detailed intelligence that relates to how this learning is being utilised to maximise pupil learning opportunities in schools and classrooms. The key element here may be the absence of reliable tools for determining impact and an acknowledgement of the perennial issues of causality with regard to professional learning and outcomes from children. The enquiry helped to surface a number of key areas in which impact could be claimed. There are numerous instances where resources and expertise have been shared across a network. This gives rise to an acknowledgement that participation in the network has made a number of opportunities for learning and development available to schools who would otherwise had difficulty in gaining access to them. Often this has involved bringing new or additional external capacity into the network but more commonly the approach has been to use internal expertise and make it available to a broader constituency of professionals. Many of the professionals involved in the networked learning highlight their personal commitment to working collaboratively. Many of the networked opportunities give the scope for meaningful professional dialogue and exchange of ideas. For most, the act of collaboration itself carries an intrinsic worth that impacts of their professional growth. For example the network has developed a series of learning walks in each school and those involved find the fresh perspectives on their own work to be invaluable and productive.
TDA collaboration project – April 2009
FINAL VERSION What tools and mechanisms enable you to rigorously evaluate your networked activity? When are the success criteria of your network – how do you know when you are making a difference?
Page | 15
How does your network lever collaborative advantage – what is the added value to school improvement and professional learning of the network? What metrics might help you to understand how and where your networked activity is making a difference?
Learning from the enquiry “Observation of the Airedale Learning Network activities will enable me to take back ideas to the Wharfe Valley to plan for this deeper sharing of expertise in the future.” Enquiry team
This enquiry has been designed to inform the practice of those within the AVLN and also impact upon the collaborative practice enacted by enquirers. Essentially the enquiry is a subtle intervention into the patterns of networked activity across the city. The learning garnered by the participants appears to have purchase in a number of crucial areas: •
Designing collaboration: enquirers’ learning has provided greater awareness of the complexities of creating effective mechanisms through which great partnerships flourish including brokering membership, maintaining inclusivity, agreeing protocols and building shared leadership. The geographical dimensions of collaboration across a large and diverse city have also been explored.
•
Facilitation of networked learning and development: the enquiry team recognise the value added by skilled external and internal facilitation. There is a heightened awareness that facilitation is a challenging role and
TDA collaboration project – April 2009
FINAL VERSION when enacted successfully it is underpinned by a distinctive and sophisticated set of skills. •
The potential of the commons: enquirers carry a reinforced understanding that powerful collaboration is built upon mutual generosity and that the greater each participant’s contribution the endeavour, the greater the return on that investment of time and energy
•
Bridging the tensions between depth and reach of participation: the enquiry has emphasised the notion that collaboration needs to be substantive and connected to the authentic priorities of the school or setting and added clarity to the appreciation that while head teachers – and others in formal leadership roles – are key gatekeepers in the learning process, the participating group needs to be as wide and diverse as possible.
This learning is being carried into practice and is having impact upon: •
Existing learning networks
•
Newly established networks
•
Collaboration with schools
•
Training schools
•
The emerging Bradford localities strategy
Darren Holmes 2009
TDA collaboration project – April 2009
Page | 16
TDA Yorkshire and Humberside & Education Bradford
Learning from the Aire Valley Learning Network
Page | 1
“Something beyond the norm...” Introduction “Enquiry for improvement, involves purposeful, focused and informed engagement with both pedagogical practice and with the context of the school. It is a means of studying and learning collaboratively about the school’s work and with a view to designing informed improvement interventions, both within classrooms and within the wider operations of the school, arising from the knowledge generated and the contextual meanings made. “ Jackson (2002) “There is no blueprint for an effective network. No one set of arrangements or one particular type of organisation is necessarily better than another. In fact, one of the most important things to acknowledge as you begin your journey together as a network is that your schools, your staff and your children will be your guides. Your context, your histories, your strengths and needs, your aspirations and the ways of working in your LA – all will influence the design of your network and its activities.” Holmes and Johns-Shepherd (2005) This report was compiled by colleagues from Education Bradford and Bradford Schools who engaged in a process of collaborative enquiry into the Aire Valley Learning Network during the summer and autumn of 2008. This report attempts to capture the key learning emerging from the enquiry and illustrate some of the features of the AVLN work. The report is also intended as a learning tool for others engaged in collaborative working and the hope is that these readers will use the work of the AVLN as a lens through which they can look afresh at the design of their network. Each section concludes with a number of questions to aid this process. TDA collaboration project – April 2009
FINAL VERSION
The site was chosen by as a place where collaboration was making a tangible difference to the learning and life chances of young people. The process was designed to: •
Page | 2
Be a developmental act in its own right – helping to facilitate further learning at the site of enquiry
•
Uncover key learning about the establishment of learning networks
•
Provide insights into new understandings of how collaboration is led and managed
•
Establish the impact of collaboration on school improvement, learning and teaching
•
Share and celebrate aspects of good practice arising from the Aire Valley Network
•
Make recommendations on the design and support of future collaborative activity in Bradford
•
Prompt enquirers’ critical reflections of their own learning networks
Purpose and focus “Developing a successful network demands hard work and commitment. Those who have been involved in networks are clear that the initial stages are exhilarating but tough. The establishment phase requires a complex range of activities that encompasses creating structures, building relationships, developing focus and sharing values. Successful networks are those which manage to unite all their school communities around a purpose which is relevant and compelling, whatever the school contexts or current circumstances. This purpose, however expressed, will have at its core raising achievement for pupils. They are also those which have considered how best to structure their network to ensure that all the schools can engage around real work tasks and have the opportunity to build trust with one another through this engagement.” Holmes and John-Shepherd (2005)
TDA collaboration project – April 2009
FINAL VERSION “Each member of the group admits they cannot expect to be expert on every piece of information coming into schools. They find the sharing of expertise invaluable.” Enquiry team Page | 3 Observers saw clear evidence in the meeting of heads and deputies that the group considers it shares a common core purpose. This was voiced in that meeting as, “We want something that tangibly says that this makes a difference to every child.” This was further reflected in a shared vocabulary referring to the “big vision” and “our message”... It was noted that the focus of this individual meeting was clarified by constant questioning of “What will the end point be?” and “What do we want to get out of this?” It was clear, too, that they felt the network is developing its agenda and finding new and important streams of work on which to focus. This sustains the network and provides those involved with a compelling reason to continue their engagement. What was not so clear is whether this core purpose has been articulated clearly and is shared by the other working groups in the network and how it has been arrived at. The network is founded upon a deeply held and widely articulated moral purpose that recognises professionals’ care and concern for the educational provision and welfare of all children living within the community. Moreover, there is an acknowledgement that the member schools are interdependent: what happens in one school has a direct bearing on the development of their neighbours. How far does the focus of your network arise from the development needs of individual schools? How are network priorities aligned to the priorities of member schools? How is the focus of your collaboration decided and reviewed
Facilitation and Leadership “The leadership, internal facilitation and management of your network will be crucial to its development. Research has shown us that the success of a network (particularly in its early stages) is almost uniquely dependent upon the vision, energy and effort of those who take on this leadership role.” Holmes and Johns-Shepherd (2005)
TDA collaboration project – April 2009
FINAL VERSION “Although some of the members were new both to the process and Gifted and Talented role, after initial hesitancy, they were committed to the process and very open in discussion. The facilitator was crucial to this establishment of working protocols.”
Page | 4 Enquiry team
This learning network has distinctive, collaborative leadership and a strong collective voice. Group members agree that this has taken time to develop, the network has grown and evolved over time. There is a distinctive sense that the network is authentically owned by all its constituent schools: all headteachers garner great value from it and are committed to its development as a core strand of their wider improvement efforts. Leadership is shared and distributed across the network with each individual school leader making a contribution to the development and sustainability of the learning network. This distributed - and informal - leadership arrangement ensures that the work of the network remains firmly connected to the real priorities of the member schools. It can also be viewed as a capacity building platform in its own right. The network offers the opportunity for leaders to become involved in work beyond their own institution and the reflective dialogue that underpins network decision making enables powerful leadership learning. Across the distributed form of network leadership it appears that a number of key people who enact key roles have emerged. It is a huge strength of this network that these individual leaders are recognisant of this phenomenon and consciously seek to ensure that all members are engaged in a significant capacity. The network has a designated facilitator who plays a crucial role for the group. The facilitator organises the venue and timing for each meeting, welcomes heads, deputies and visitors and sets an informal agenda, in consultation with group members. In addition to smoothly managing group interaction, the facilitator oversees the working protocols agreed by the group and keeps the meeting on track. It appears that the facilitator role underpins and strengthens the protocols of the group.
TDA collaboration project – April 2009
FINAL VERSION Interestingly, facilitation did not feature in early iterations of the network and is a relatively recent innovation that arose from their involvement in the Primary Strategy Learning Networks programme. The leadership of the partnership are now firm advocates of the value this role can add if well enacted. This role of facilitator is highly valued by the Network. They have extended this commitment to ensuring that learning requires facilitation to other specific working groups which have evolved from the heads and deputies group. Literacy, Gifted and Talented, Numeracy, Transition and Foundation Stage were five groups which met during the time of the enquiry. Each had a facilitator who understands that while it is not “their meeting” they are there to organise times and venue and steer the group in the strategic direction that the heads’ group desire. Those involved in the network suggest that their collective understanding of the role of facilitator has evolved over time and that they now have a skilled cadre of people who are equipped to facilitate learning. These facilitators are mindful of the need to create space for groups and individuals to create their own solutions to issues that they tackle within the broad remit provided by the network’s strategic group. One network member described the facilitator’s role as “carrying the philosophy and values of the whole network and protecting everyone’s need to contribute and learn.” It is a fascinating insight that the network views the opportunity to facilitate working groups as a key professional learning activity in its own right and that it is has a complex skills set of its own. During the enquiry a number of facilitated sessions were observed. During the group sessions we noted facilitators establishing shared understanding, probing the group members with insightful questions that promoted greater clarity of thinking and more powerful articulation, establishing and honouring group protocols, connecting learning and finding new opportunities for groups to exploit their thinking. Throughout the sessions facilitators appear strongly mindful of the commission each group has received from the network steering group. They play a key role in summarising decision and moving the group to action. The facilitators bring to their task a strong understanding of the purpose of the network and an acute sense of how schools improve. They also demonstrate the crucial person characteristics and qualities of trustworthiness , honesty and integrity. They are able to create spaces for others to be collaboratively effective
TDA collaboration project – April 2009
Page | 5
FINAL VERSION and successfully resist any urge to lead their group by proxy: their understanding of the role of the facilitator is sound. The table illustrates the range of facilitative behaviours actively used during sessions observed during the enquiry.
Having observed the skills of the facilitators, the enquirers wondered how those taking on this role are prepared to enact it. Is specific training provided? How did facilitators learn their craft and how do they share their expertise? How does the network hone the skills of the facilitator and how is it extending its facilitative capacity? What expertise exists in the network in the field of designing effective adult learning? During the enquiry a number of facilitator behaviours and techniques were seen less frequently (encouraging greater participation and connecting knowledge) and it was noted that a relatively small range of facilitative tools and protocols being actively used. The network have responded to this by identifying the need to engage the facilitators in a programme of professional learning that will formalise their learning from practice, add to their
TDA collaboration project – April 2009
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FINAL VERSION repertoire of facilitative tools and techniques and create a community of practice that enables skills and insights to be transferred across the group. Given the growth in the numbers of networked groups and potential turnover in the facilitative cadre this programme may be seen as a key part of the network sustainability and succession strategy. The strength of the network is in its strong primary focus, with regular committed attendance from heads and deputies in the nine member schools. The head teachers of neighbouring secondary schools also attend meetings at appropriate junctures. The meetings of the AVLC greatly enthuse and energise heads and deputies who describe many benefits. The network also has strong – and as yet informal - induction routines that help head teachers new to the locality to gain an ownership of the activity and welcome them to the group. This emphasis on the continual renewal of the network membership appears to be significant enabling the partnership to be a sustainable entity. Network leaders have recognised, through this enquiry, that there is an evolutionary process wherein informal actions and behaviours can quickly transform into recognised processes which in turn can become formalised routines. What factors do you need to consider when extending your network or when drawing in members from other phases or sectors? Have you considered the CPD and potential CPD each meeting provides for group members?
Mechanisms for network learning “Enquiry is a fundamental tenet of networks that focus on learning. When networks need to know, the members are prepared routinely to investigate their work. Enquiry is the process for systematically and intentionally exploring and considering information from research, from experts and from each other, in support of decision-making and problem-solving. Collaborative enquiry involves thinking about, reflecting on, and challenging individual and collective experiences in order to come to a deepened understanding of shared beliefs and practices.” Earl and Katz (2006)
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FINAL VERSION “After exploratory talk there was a move to bring the group to some agreement on a long term outcome. It was suggested that contextualised learning might become a focus for the Transition Group but general opinion seemed to be that HTs should keep this as part of their brief.”
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“The group voice is central to the work of the AVLN as is the group’s local knowledge and commitment to selecting work because of what it can bring to the children of the Aire valley.” Enquiry team
The enquiry group identified as underpinning the success of the AVLN that the Leadership Group are working on the shared premise that staff development is valued and recognised across the network as a high impact strategy for school improvement. To this end it is important the network meetings are given status by attention to the small details such as an attractive venue away from school and the provision of high quality catering. This sets the tone for the meeting and allows time for informal networking and “getting to know you” interaction. This in turn contributes to the climate of trust and confidence that leads to the open, honest and equal discussion observed at the meetings and events. The Leadership Group has committed time and resources to this ethos of mutual respect, and this is felt to be evolving as new groups are brought into the network process. A contributory factor in establishing this way of working is that the network has shared protocols for meetings which are communicated through the facilitator. It was observed at an initial meeting of a newly formed group that the agenda was deliberately and overtly left open. This was felt to allow the possibility of the discussion and learning to “open up”. Similarly evolution has taken place around the learning walk process. These seem to have developed over time: “at first we were a bit apprehensive, but we enjoy it now.” Underpinning the successful working of the network is the commitment of time for deeper reflection. The AVLN provides opportunities for dialogue particularly around articulating learning and making learning explicit. This process is
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FINAL VERSION ultimately and fundamentally driven by a tangible moral purpose that permeates the whole community. The professionals carry a powerful understanding of the context in which they work and are committed to working together to share this insight for the benefit of one another’s professional development and the children to whom they share a collective responsibility. The AVLN recognises the value of wider network learning: “look wider than the individual school boundaries” (HT,DHT) to find collective opportunities and actions. There seems to be a growing awareness and confidence in the capacity of the AVLN to support the learning and development of the stakeholders internally, particularly now that key secondary staff are involved. There was also a recognition that the network process is in itself a valuable staff development tool; “process more important than product” (HT/DHT). Members of the strategic leadership group of the network recognise the importance of establishing a number of quick and early wins in the early stages of collaboration. The early work of the group focussed on specific and immediate professional needs (for example the new literacy framework) and on involving staff from all the schools in self support and idea exchange. This initial engagement was then taken to a deeper dimension through involving all staff and pupils in all the network schools in more major thoroughly planned initiatives They wove together several strands of activity that were designed to engage and motive staff. For example the whole network participated in a major arts project that culminated in a prestigious exhibition in a local gallery, joint training days with national speaker inputs and collaboration of schools councils. On reflection they see the power of these events as providing the glue that bound the schools together and the symbols that demonstrated to everyone – cynics included that the network was able to make extraordinary things happen. As one headteacher articulated: “...every network needs it moments of excitement....things that make collaboration real and offer a glimpse of what we might achieve together.” The strategic leadership group has evolved into an efficient body that uses enquiry into the practice of the working groups as its prime operating norm. The group collectively enquires into the progress each group is making to their agreed objectives and pays attention to understanding the processes that each group have created. Headteachers of each networked school are able to identify
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FINAL VERSION and share the impact that the collaboration is making to practice. This predisposition to use – and model -collaborative enquiry and to forge the future direction of the network upon learning might usefully be formalised and more consciously developed.
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What is the moral purpose that underpins your collaboration? How do you express and demonstrate your commitment to one another and to the children you work with? How far have the procedures for your meetings, particularly the initial ones, been set up with the declared intention of establishing mutual respect? Has the role of facilitator been developed to support this? Does the nature of the your group protocols result in the members feeling comfortable to experiment and take risks with the support of the group? What is the internal capacity of your network? When is external expertise brokered in? How does the process of collaboration itself impact on staff development? What leadership learning does the network support?
Participation and engagement “Collaboration within networks is intended to engage practitioners in opening up beliefs and practices in order to provide them with opportunities to participate actively in the development of their own practice and that of the profession. This interaction allows for sharing within schools and across systems; it spreads innovations beyond discrete sites; it creates a dynamic process of interpretation and evaluation of practice between colleagues; and it fosters identification with the larger group, extending commitment beyond the single classroom or school”. Earl and Katz (2006) “Early on, enthusiasm for a network may exist mainly with senior leaders in networked schools. It is important to engage as wide a group of staff as possible in this initial phase if network activity is going to be widely owned. Evidence TDA collaboration project – April 2009
FINAL VERSION shows that networks which involve the most people in activity are most likely to have a positive impact on pupil outcomes.” Gene Payne (2006) “I sensed a real feeling of excitement in the group about the potential of working together and sharing ideas. By the end of the meeting the group seemed to have gelled with the prospect of planning and delivering a training afternoon. The identification of a very practical and useful focus for the group seemed to provide a sense of purpose and excitement for the group.” Enquiry team
The network is fully supported by all its contributory schools with the leadership of each of the individual schools being fully committed to the activities and ongoing development of the network. The enquirers identified a number of characteristics which give testament to and which appeared to contribute to the success of the network. There is very regular full attendance at meetings indicating that individual schools value participation and that the network activities result in a gain for the individual schools. It genuinely appears that the learning and support arising from participation seemed to offer compelling incentives to participate. The meetings are exciting and there is a visible cross fertilisation of ideas as the meetings progressed. The choice of venue and the attention to detail, in terms food and refreshments, together with a genuine camaraderie within the group seems to provide a real lift for the participants. It is obvious that taking part in the meetings is an enjoyable experience. This, however, raises the question of how the activities actually challenge and stretch the participants out of their comfort zones to encourage real deep learning. Through the enquiry process it has emerged that the network is a tangible and important aspect of their professional lives: they are all aware of its work and focus and can articulate its vision and aims. Crucially, they recognise the contribution that the network makes to their developing professionalism. The network extends to the schools in the Aire Valley bounded to the North by East Morton and to the South by Saltaire. The boundaries are geographical but permeable: there is a definite sense that the network could extend its membership. Questions were raised about how schools become members of this
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FINAL VERSION network and whether or not the network has a perception, or indeed a policy, governing its maximum or minimum size. Head teachers have an acute understanding of the context of their collaboration. They describe a scenario that has a number of key ingredients in place and took time in the enquiry to consider the bearing that some of the contextual factors had upon the network’s development. They highlight the healthy rivalry between schools, the absence of dominating concern about pupil numbers - there is an abundance mentality that helps then to steer clear of the frenetic scramble over scarce resources – and the trend of all schools in the partnership being on a steadily improving trajectory. They see a diverse strength in the locality –“in such a small area we have a collection of teachers with such extraordinary skills” – and see that they can use this for mutual benefit. Their close relationship creates a virtuous cycle of improvement where one school’s success raises the expectations of the whole educational community and fuels change elsewhere. What contextual factors aid or inhibit the development of your network? How can participation be incentivised? How do you respond when colleagues’ participation fails to meet their stated commitment?
Evaluating networked learning “Accountability within networks includes both providing transparent and informative statements of account to others, and active self-monitoring to support and challenge the work of the group in the process of striving for improvement. Accountability in a learning network also implies a sense of responsibility for the quality of work and of value for pupils across all the schools.”
Earl and Katz (2006) The Aire Valley Network recognises the importance of ongoing review of its work and the need to establish an understanding of how it makes a difference to adult
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FINAL VERSION learning, leadership practice, pedagogy and pupil learning. School leaders from across the network meet regularly to keep abreast of network activity and plan their response to this ongoing work and how it meets professional requirements. A cycle of activity has evolved that enables networked learning to be reviewed regularly and ensures that the network’s resources are used effectively.
As we have noted, the network leaders’ forum acts as an enquiry group and seeks to understand the nature of networked activity and garner constructive and critical feedback into how work is progressing. Facilitators of the individual satellite groups -that feature so strongly in the network’s structure - offer their view of the learning activity and their understanding of the next steps. In this way an evaluative loop has been routinised across the network in a powerful way and the network maintains a focus on the important aspects of developing learning opportunities for staff and young people. The enquiry group paid specific attention to Thomas Guskey’s critical levels of professional development as a means to establish the potential of the network learning opportunities.
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FINAL VERSION
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Applying this model to the Aire Valley Learning Network it appears that there is a wealth of evidence supporting efficacy at the level of participant reaction and participant learning but less detailed intelligence that relates to how this learning is being utilised to maximise pupil learning opportunities in schools and classrooms. The key element here may be the absence of reliable tools for determining impact and an acknowledgement of the perennial issues of causality with regard to professional learning and outcomes from children. The enquiry helped to surface a number of key areas in which impact could be claimed. There are numerous instances where resources and expertise have been shared across a network. This gives rise to an acknowledgement that participation in the network has made a number of opportunities for learning and development available to schools who would otherwise had difficulty in gaining access to them. Often this has involved bringing new or additional external capacity into the network but more commonly the approach has been to use internal expertise and make it available to a broader constituency of professionals. Many of the professionals involved in the networked learning highlight their personal commitment to working collaboratively. Many of the networked opportunities give the scope for meaningful professional dialogue and exchange of ideas. For most, the act of collaboration itself carries an intrinsic worth that impacts of their professional growth. For example the network has developed a series of learning walks in each school and those involved find the fresh perspectives on their own work to be invaluable and productive.
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FINAL VERSION What tools and mechanisms enable you to rigorously evaluate your networked activity? When are the success criteria of your network – how do you know when you are making a difference?
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How does your network lever collaborative advantage – what is the added value to school improvement and professional learning of the network? What metrics might help you to understand how and where your networked activity is making a difference?
Learning from the enquiry “Observation of the Airedale Learning Network activities will enable me to take back ideas to the Wharfe Valley to plan for this deeper sharing of expertise in the future.” Enquiry team
This enquiry has been designed to inform the practice of those within the AVLN and also impact upon the collaborative practice enacted by enquirers. Essentially the enquiry is a subtle intervention into the patterns of networked activity across the city. The learning garnered by the participants appears to have purchase in a number of crucial areas: •
Designing collaboration: enquirers’ learning has provided greater awareness of the complexities of creating effective mechanisms through which great partnerships flourish including brokering membership, maintaining inclusivity, agreeing protocols and building shared leadership. The geographical dimensions of collaboration across a large and diverse city have also been explored.
•
Facilitation of networked learning and development: the enquiry team recognise the value added by skilled external and internal facilitation. There is a heightened awareness that facilitation is a challenging role and
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FINAL VERSION when enacted successfully it is underpinned by a distinctive and sophisticated set of skills. •
The potential of the commons: enquirers carry a reinforced understanding that powerful collaboration is built upon mutual generosity and that the greater each participant’s contribution the endeavour, the greater the return on that investment of time and energy
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Bridging the tensions between depth and reach of participation: the enquiry has emphasised the notion that collaboration needs to be substantive and connected to the authentic priorities of the school or setting and added clarity to the appreciation that while head teachers – and others in formal leadership roles – are key gatekeepers in the learning process, the participating group needs to be as wide and diverse as possible.
This learning is being carried into practice and is having impact upon: •
Existing learning networks
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Newly established networks
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Collaboration with schools
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Training schools
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The emerging Bradford localities strategy
Darren Holmes 2009
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